Personal Statement Of Teaching Philosophy

I believe a good mentor should have the ultimate goal of successfully teaching the student, meanwhile, guiding them properly in a manner in which he/she learns by themselves. In the National Honors Society, I have participated in a program called “Mustang Buddies”.

Mentors give you the advantage of learning from someone else’s mistakes. They share the experiences they went through to get to where they are today. By learning about the mistakes and experiences, you no longer need to waste your time. Having a good mentor allows you to find the best and easiest way to almost anything.

Finding a good mentor is like finding a gold mine. You might be good at something, but a mentor can guide you into becoming the best you can be. You might be a diamond in the rough, but a good mentor can train you in such a way that you become exceptionally valuable. Many people never achieve their full potential, nor reach their destiny because they lack the expert guidance of a mentor.

Mentors are the real gatekeepers to the career of your dream by providing invaluable feedback that you can use forever.

Then the next course was Organizational Behavior 2 which Professor Bowen continued with our class. He continued to coach us in the understanding of behaviors within organizations. One area that he discussed toward the end of this course was the importance of mentors and the benefits of having several for multiple areas of life and skill

Therefore this implies to teach the student effectively the mentor needs to ensure the student is relaxed and at ease with the current situation.

Darling (1984) discusses 14 roles of a mentor including; an energiser, an investor a feedback giver and a roe model (Gopee, 2008). Suggesting that a mentor should have a motivational attitude, willing to give their time, knowledge and experience freely thus aiming to teach at every given opportunity (Casey and Clark, 2011; Gleeson, 2008). Moreover, the mentor should uphold the highest of standards and be someone who is held in high regard by their peers and students, this will become effective when giving constructive feedback to the student and facilitating reflection (Kinnell and Hughes, 2011). Goppe (2011) supports Darling’s work stating that a mentor is a allocated person who gives time and knowledge to helping a student learn and develop. The NMC (2010) state that at least 40% of a placement should be under the direct supervision of the allocated mentor.

Mentoring Overview "Leadership mentoring is the formal and informal social construction of professional performance expectations developed through the purposeful interactions between aspiring and practicing principals in the context of authentic practice. This interactive mentoring develops collegial relationships, fosters reciprocal learning between expert and novice, expands leadership capacity and creates a community of practice in which steadily improving role performance is the ultimate goal"(Browne-Ferrigno and Muth, 2006, p. 276). Mentoring focuses more on the informal role in which the mentor provides feedback to the student based on future career planning, interpersonal growth for future success. One-on-one mentoring has been documented as playing a significant in advancing leadership development capabilities in mentees. "[Managers] often motivate their students, unlock previously unrealized skills, and help them achieve world-class levels" (Arnove, 2010, p.47). Mentorship is a personal development teachers have with their students. Mentoring relationships are relatively easy to establish, but keeping the mentee motivated and letting them know long term it's a great transition into young adulthood.

Mentoring is a skilled mindfulness and reinforcing instrument. It is a capable strategy for peopling to progress in their occupations and is getting the opportunity to be growing predominant as its potential is made sense of it. It is a relationship between two people (mentor and mentee) ordinarily working in a near field or having similar experiences. It is a helpful relationship based upon shared trust and respect.

Currently, my goals are to obtain a Ph.D. in mathematics and work as a professor who conducts research and teaches at the university level. To me, research is very important since it pushes the current knowledge we possess forward and the feeling of understanding the unknown gives me immense pleasure. I highly value teaching as well since passing down knowledge is vital in mathematics and in general. During my time working as a tutor at the Mathematics Learning Center at Queensborough Community College, my favorite part of the job was seeing students having aha moments. It is very gratifying to help someone understand a concept. During my undergraduate experience, I benefitted from having many great professors who encouraged me to pursue math. I would one day like to mentor students so that I can give back and hopefully organize a research experience for undergraduates (REU) program so that students are able to experience the joy of research.

To be the best mentor possible, there are a few key elements to consider. Being a good listener is important. When you listen to and understand a mentee’s perspective, you can better help him or her adjust that perception. Identify your and the mentee’s feelings so you can process the meanings behind these feelings and move forward. Listen to what motivates the mentee, what excites him or her, what makes eyes light up and speech confident. Focus on these areas to improve these strengths. When you offer feedback, make sure you are always productive in your confrontation of a weakness. Providing this appropriate information encourages your mentee in areas of weakness and strength. (Shea, 2002) When you have the opportunity, delegate authority

The qualities that mentors show may be few or various, yet they quite often incorporate such ideas as being on time, acting as a gathering, tolerating obligation, and being great natives. To put it plainly, your logic is made out of the same qualities that administer your own particular life; in this way, they are anything but difficult to educate and simple to use every day. On the off chance that you attempt to wind up somebody that you are not or in the event that you receive another person's qualities, you will have a troublesome time speaking to outside qualities in your own particular

Aside from coursework assistance, establishing an academic relationship with a professor can provide students with a possible lifelong mentor. A mentor acts as an outside force in guiding you out of your comfort zone and in extending your limits. Although most mentors have different established relationships with their mentee, the purpose is the same. Mentors see their mentee’s actions

"Mentoring is to support and encourage people to manage their own learning in order that they may maximise their potential, develop their skills, improve their performance and become the person they want to be." Eric Parsloe, the Oxford School of Coaching & Mentoring.

The foundation of being a good mentor is building a good working relationship, use of good communication and active listening skills with the student (Walsh 2010). Spending time doing session and day by day working with my students is rewarding because I have seen my student grown her confidence and she learnt new skills that she can apply in her future career.